Community engagement and solidarity: A research project in Italy
Laura Selmo, Researcher, Università degli Studi di Milano-Bicocca [laura.selmo@libero.it]
Keywords: Italy, high school students, solidarity, mixed methods, international comparison
Conference track: Global community engagement and comparative studies
Format: Research/Scholarly paper
Summary
In Italy solidarity is considered a moral and civic value and the highest expression of human social dimension. This paper examines the utility of community engagement programs in demonstrating this value to Italian high school students. Building on the foundation of Dewey’s (1938) model of experiential education, Kohlberg’s (1976, 1981) concept of role-taking, and Gilligan’s (1977) ethic of care, this paper analyses the learning of solidarity by students involved in service activities. It also investigates the differences and similarities between service-learning methodologies in the United States and Italy.
Implementing a mixed methods approach, quantitative data were collected from 237 students in 5 Milan-area high schools, and qualitative interviews were conducted with 33 students involved in school-coordinated community service. The research questions were related to students’ definitions of solidarity and their understanding of its application in their lives. The results of the study confirmed that the experience of service was extremely educational for the students, facilitating their awareness of a culture of solidarity both at the cognitive and behavioral levels. In light of these results, I have initiated collaborations with teachers and community partners to increase the use of service-learning in Italian schools, with a particular focus on the development of the reflection phase.
References
Clandinin, D. J., & Connelly, F. M. (2000). Narrative inquiry: Experience and story in qualitative research. San Francisco, CA: Jossey-Bass.
Dewey, J. (1916). Democracy and education: An introduction to the philosophy of education. New York, NY: Macmillan.
Dewey, J. (1938). Experience and education. New York, NY: Collier Books.
Eyler, J., & Giles, D. E., Jr. (1999). Where’s the learning in service-learning? San Francisco, CA: Jossey-Bass.
Gilligan, C. (1977). In a different voice: Women's conception of self and of morality. Harvard Educational Review, 47(4), 481–517.
Jacoby, B. (Ed.). (1996). Service-learning in higher education: Concepts and practices. San Francisco, CA: Jossey-Bass.
Kolb, D. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall.
Kohlberg, L. (1976). Moral stages and moralization: The cognitive-developmental approach. In T. Lickona (Ed.), Moral development and behavior: Theory, research and social issues (pp. 31–53). Holt, NY: Rinehart and Winston.
Kohlberg, L. (1981). The philosophy of moral development: Moral stages and the idea of justice. San Francisco, CA: Harper & Row.
Maritain J. (1946). La persona e il bene comune. Brescia, Italy: Morcelliana.
Maritain, J. (1959). L’educazione della persona. Brescia, Italy: La Scuola.
Mortari L. (2007). Cultura della ricerca e pedagogia. Prospettive epistemologiche. Roma, Italy: Carrocci.
To access materials from this session please click on the file link(s) below:
Laura Selmo, Researcher, Università degli Studi di Milano-Bicocca [laura.selmo@libero.it]
Keywords: Italy, high school students, solidarity, mixed methods, international comparison
Conference track: Global community engagement and comparative studies
Format: Research/Scholarly paper
Summary
In Italy solidarity is considered a moral and civic value and the highest expression of human social dimension. This paper examines the utility of community engagement programs in demonstrating this value to Italian high school students. Building on the foundation of Dewey’s (1938) model of experiential education, Kohlberg’s (1976, 1981) concept of role-taking, and Gilligan’s (1977) ethic of care, this paper analyses the learning of solidarity by students involved in service activities. It also investigates the differences and similarities between service-learning methodologies in the United States and Italy.
Implementing a mixed methods approach, quantitative data were collected from 237 students in 5 Milan-area high schools, and qualitative interviews were conducted with 33 students involved in school-coordinated community service. The research questions were related to students’ definitions of solidarity and their understanding of its application in their lives. The results of the study confirmed that the experience of service was extremely educational for the students, facilitating their awareness of a culture of solidarity both at the cognitive and behavioral levels. In light of these results, I have initiated collaborations with teachers and community partners to increase the use of service-learning in Italian schools, with a particular focus on the development of the reflection phase.
References
Clandinin, D. J., & Connelly, F. M. (2000). Narrative inquiry: Experience and story in qualitative research. San Francisco, CA: Jossey-Bass.
Dewey, J. (1916). Democracy and education: An introduction to the philosophy of education. New York, NY: Macmillan.
Dewey, J. (1938). Experience and education. New York, NY: Collier Books.
Eyler, J., & Giles, D. E., Jr. (1999). Where’s the learning in service-learning? San Francisco, CA: Jossey-Bass.
Gilligan, C. (1977). In a different voice: Women's conception of self and of morality. Harvard Educational Review, 47(4), 481–517.
Jacoby, B. (Ed.). (1996). Service-learning in higher education: Concepts and practices. San Francisco, CA: Jossey-Bass.
Kolb, D. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall.
Kohlberg, L. (1976). Moral stages and moralization: The cognitive-developmental approach. In T. Lickona (Ed.), Moral development and behavior: Theory, research and social issues (pp. 31–53). Holt, NY: Rinehart and Winston.
Kohlberg, L. (1981). The philosophy of moral development: Moral stages and the idea of justice. San Francisco, CA: Harper & Row.
Maritain J. (1946). La persona e il bene comune. Brescia, Italy: Morcelliana.
Maritain, J. (1959). L’educazione della persona. Brescia, Italy: La Scuola.
Mortari L. (2007). Cultura della ricerca e pedagogia. Prospettive epistemologiche. Roma, Italy: Carrocci.
To access materials from this session please click on the file link(s) below: